{"product_id":"discovery-based-learning-in-the-life-sciences-isbn-9781118907566","title":"Discovery-Based Learning in the Life Sciences","description":"\u003cp\u003eFor nearly a decade, scientists, educators and policy makers have issued a call to college biology professors to transform undergraduate life sciences education. As a gateway science for many undergraduate students, biology courses are crucial to addressing many of the challenges we face, such as climate change, sustainable food supply and fresh water and emerging public health issues.\u003c\/p\u003e \u003cp\u003eWhile canned laboratories and cook-book approaches to college science education do teach students to operate equipment, make accurate measurements and work well with numbers, they do not teach students how to take a scientific approach to an area of interest about the natural world. Science is more than just techniques, measurements and facts; science is critical thinking and interpretation, which are essential to scientific research.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eDiscovery-Based Learning in the Life Sciences\u003c\/i\u003e presents a different way of organizing and developing biology teaching laboratories, to promote both deep learning and understanding of core concepts, while still teaching the creative process of science.\u003c\/p\u003e \u003cp\u003eIn eight chapters, the text guides undergraduate instructors in creating their own discovery-based experiments. The first chapter introduces the text, delving into the necessity of science education reform. The chapters that follow address pedagogical goals and desired outcomes, incorporating discovery-based laboratory experiences, realistic constraints on such lab experiments, model scenarios, and alternate ways to enhance student understanding. The book concludes with a reflection on four imperatives in life science research-- climate, food, energy and health-- and how we can use these laboratory experiments to address them.\u003c\/p\u003e \u003ci\u003eDiscovery-Based Learning in the Life Sciences \u003c\/i\u003eis an invaluable guide for undergraduate instructors in the life sciences aiming to revamp their curriculum, inspire their students and prepare them for  careers as educated global citizens. Acknowledgments xiii \u003cp\u003e\u003cb\u003e1 The New Life Sciences 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Challenges We Face in Teaching the New Biology 2\u003c\/p\u003e \u003cp\u003eVisions of Change 5\u003c\/p\u003e \u003cp\u003eNeed for Structural Change 6\u003c\/p\u003e \u003cp\u003eConceptual Organization of Introductory Biology 8\u003c\/p\u003e \u003cp\u003eLearning and Mastering 10\u003c\/p\u003e \u003cp\u003eFurther Reading 13\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Changing Goals and Outcomes in Introductory Life Science Course Laboratories 15\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Introductory Science Course Experience That We Have 15\u003c\/p\u003e \u003cp\u003eHow Science is Actually Done 15\u003c\/p\u003e \u003cp\u003eChallenges to Successful Science Teaching 18\u003c\/p\u003e \u003cp\u003ePre-College Preparation Disparities 18\u003c\/p\u003e \u003cp\u003eAvoiding the Textbook as the Organizer of Your Course 18\u003c\/p\u003e \u003cp\u003eWeaning Away from Content-Heavy Lectures 20\u003c\/p\u003e \u003cp\u003eThe Elements of Successful Science Learning 21\u003c\/p\u003e \u003cp\u003eStudent Autonomy 21\u003c\/p\u003e \u003cp\u003eRelevance 21\u003c\/p\u003e \u003cp\u003eStudent Investment 21\u003c\/p\u003e \u003cp\u003eSustained Engagement 22\u003c\/p\u003e \u003cp\u003eUnderstanding Through Teaching 23\u003c\/p\u003e \u003cp\u003eTwo Re-organizational Schemes for an Introductory Biology Course 23\u003c\/p\u003e \u003cp\u003eRe-organizational Scheme 1: Putting the Classroom First 23\u003c\/p\u003e \u003cp\u003eRe-organizational Scheme 2: Putting the Laboratory First 26\u003c\/p\u003e \u003cp\u003eExample Topic: Biological Arms Races (Conceptual Areas:\u003c\/p\u003e \u003cp\u003eStructure and Function, Information Storage and Transfer, Evolution, Systems) 27\u003c\/p\u003e \u003cp\u003eWhat Do These Scenarios have in Common? What is Going on? 28\u003c\/p\u003e \u003cp\u003eClassroom Support for the Laboratory Work 29\u003c\/p\u003e \u003cp\u003eSummary 30\u003c\/p\u003e \u003cp\u003eFurther Reading 31\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Incorporating Discovery-Based Laboratory Experiences at the Introductory Level 33\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Reality of Introductory Biology Laboratories 37\u003c\/p\u003e \u003cp\u003eConverting the Survey Approach to Biology Techniques into Discovery-Based Experiences that Emphasize Concepts 38\u003c\/p\u003e \u003cp\u003eModule I: What are the Effects of Different Aspects of Climate Change or Other Anthropogenic Changes on Plant Primary Productivity? 41\u003c\/p\u003e \u003cp\u003eWeeks 1 and 2: Observing Plant Cells and Measuring Plant Primary Productivity –Two Laboratory Weeks 42\u003c\/p\u003e \u003cp\u003eSimple Assays of Photosynthesis\/Primary Productivity 44\u003c\/p\u003e \u003cp\u003eWeek 3: Designing Independent Experiments to Explore the Effects of Climate Change on Primary Productivity in Green Plants 46\u003c\/p\u003e \u003cp\u003eWeek 4 and 5: Student-designed Discovery-based Experiments and Data Analysis 46\u003c\/p\u003e \u003cp\u003eWeek 6: Field Observations of Plant Communities in Areas Exposed to Fertilizer Run-off or Other Human Activity such as Road Salt Application in the Winter 47\u003c\/p\u003e \u003cp\u003eAssessments 47\u003c\/p\u003e \u003cp\u003eModule 2: How Does Antibiotic Resistance Develop? 48\u003c\/p\u003e \u003cp\u003eWeek 1: Observing cell division; Measuring bacterial Growth and Introduction to Sterile Techniques 49\u003c\/p\u003e \u003cp\u003eWeek 2: Plate Assay or Turbidity Measurements to Examine Antibiotic Resistance, Design of Selection Experiments 50\u003c\/p\u003e \u003cp\u003eWeeks 3–5: Independent Experiments Examining Antibiotic Resistance 52\u003c\/p\u003e \u003cp\u003eWeek 6–7: Continued Experiments if Time Permits 54\u003c\/p\u003e \u003cp\u003eAssessments 54\u003c\/p\u003e \u003cp\u003eModule 3: Self-Discovery Explorations of Human Diseases Caused by Single Nucleotide Polymorphisms 54\u003c\/p\u003e \u003cp\u003eWeek 1: Student Investigation Specific Aims and Goals –Use of Bioinformatics to Explore Genetic Diseases Associated with SNPs 56\u003c\/p\u003e \u003cp\u003eWeeks 2 and 3: SNP Analysis for TASR 38 or cdk3 Using Polymerase Chain Reaction 58\u003c\/p\u003e \u003cp\u003eAssessment Ideas 58\u003c\/p\u003e \u003cp\u003eSummary 60\u003c\/p\u003e \u003cp\u003eFurther Reading 60\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 The Constraints and Realities of Discovery-Based Laboratories 63\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInstructor Expertise 63\u003c\/p\u003e \u003cp\u003eTime 65\u003c\/p\u003e \u003cp\u003ePreparation Time 66\u003c\/p\u003e \u003cp\u003eStudent Time In and Out of the Laboratory 66\u003c\/p\u003e \u003cp\u003eTime for Class and Laboratory –the Schedule of Classes 68\u003c\/p\u003e \u003cp\u003eTime of Academic Year 69\u003c\/p\u003e \u003cp\u003eThe Physical Arrangement of the Teaching Laboratory 70\u003c\/p\u003e \u003cp\u003eClass Size 71\u003c\/p\u003e \u003cp\u003eNumber of Laboratory Sections 72\u003c\/p\u003e \u003cp\u003eResources for Discovery-Based Laboratories 72\u003c\/p\u003e \u003cp\u003eOrganisms 73\u003c\/p\u003e \u003cp\u003eEquipment 76\u003c\/p\u003e \u003cp\u003eSafety Considerations for Independent Projects 76\u003c\/p\u003e \u003cp\u003eTransportation for Field-Based Studies 76\u003c\/p\u003e \u003cp\u003ePreparatory Staff 77\u003c\/p\u003e \u003cp\u003eStudent Interns\/TAs 78\u003c\/p\u003e \u003cp\u003eSummary 78\u003c\/p\u003e \u003cp\u003eFurther Reading 78\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 A Model Introductory Biology Course 81\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInstructor Group Meetings 81\u003c\/p\u003e \u003cp\u003eShared Course Materials 82\u003c\/p\u003e \u003cp\u003eFlexible Design Allows for the Introduction of New Modules 82\u003c\/p\u003e \u003cp\u003eOverall Conceptual Organization 83\u003c\/p\u003e \u003cp\u003eLaboratory Modules for the First Edition of “Introduction to Biological Investigation” 84\u003c\/p\u003e \u003cp\u003eModule 1: Caenorhabditis elegans: From Genes to Behavior 84\u003c\/p\u003e \u003cp\u003eModule 2: Cyanogenic Clover: Genetic Variation and Natural Selection 89\u003c\/p\u003e \u003cp\u003eModule 3: Biodiversity and Soil Microbial Ecology 93\u003c\/p\u003e \u003cp\u003eAdditional Laboratory Modules 95\u003c\/p\u003e \u003cp\u003eModule 4: Personal Genomics: Understanding Individual Genetic Variation 96\u003c\/p\u003e \u003cp\u003eModule 5: Behavioral Variations Within a Species 97\u003c\/p\u003e \u003cp\u003eAssessment of Learning of Core Concepts and Skills 99\u003c\/p\u003e \u003cp\u003eStudent Evaluation of the Course 99\u003c\/p\u003e \u003cp\u003eFaculty Concerns and Discomforts 100\u003c\/p\u003e \u003cp\u003eFurther Reading 101\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Two Model Scenarios for an Intermediate-Level Life Science Course 103\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eModel 1: Exploration of Gerontogenes and Behavior 105\u003c\/p\u003e \u003cp\u003eAssessment of Skills and Student Learning 107\u003c\/p\u003e \u003cp\u003eModel 2: How do Common Lawn Chemicals Affect the Behavior and the Nervous System of C. elegans? 107\u003c\/p\u003e \u003cp\u003eSummary of the Format 110\u003c\/p\u003e \u003cp\u003eAssessment of Student Learning 110\u003c\/p\u003e \u003cp\u003eGoal 1: Achieve a Solid Foundation in the Experimental Approaches to a Variety of Current Research Questions in Neuroscience and Behavior 111\u003c\/p\u003e \u003cp\u003eGoal 2: Achieve a Sophisticated Ability to Read and Interpret the Primary Experimental Literature 111\u003c\/p\u003e \u003cp\u003eGoal 3: Formulate a Hypothesis, Design and Conduct a Multilevel Experimental Project Over SeveralWeeks to Discover New Information About the Relationship Between Genes and Behavior 111\u003c\/p\u003e \u003cp\u003eGoal 4: Perform and Understand Appropriate Statistical Analysis of Behavioral Data, Gain Confidence in the Use and Limitations of Model Organisms, Computational and Bioinformatics Approaches to Examining Complex Relationships Between Genes and Behavior 112\u003c\/p\u003e \u003cp\u003eGoal 5: Become Facile in the “Language” of Neuroscience and Behavior, with a Thorough Mastery of our Chosen Subtopics, asWell as a Keen Ability to Speak and Write on the Discipline 112\u003c\/p\u003e \u003cp\u003eFurther Reading 113\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Assessments and Why They Are Important 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is Assessment? 115\u003c\/p\u003e \u003cp\u003eStudent Learning Assessments 116\u003c\/p\u003e \u003cp\u003eCourse-Based Assessments 120\u003c\/p\u003e \u003cp\u003eExample 1: Assessment of Discovery-Based Introductory Biology Course 122\u003c\/p\u003e \u003cp\u003eExample 2: Assessment of a Redesigned Introductory Cell Biology Course Using Pretesting and Post-Testing 124\u003c\/p\u003e \u003cp\u003eInstructor Quality Assessments 126\u003c\/p\u003e \u003cp\u003eInterpreting the Data 127\u003c\/p\u003e \u003cp\u003eWhat to do with the Data? 128\u003c\/p\u003e \u003cp\u003eFurther Reading 129\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Fully Incorporating Vision and Change 131\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Anthropocene and the Importance of Biology Literacy 131\u003c\/p\u003e \u003cp\u003eLimited Resources Constrain the Discovery Laboratory for All 132\u003c\/p\u003e \u003cp\u003eAlternative Approaches 133\u003c\/p\u003e \u003cp\u003eEnvisioning Introductory Biology for the Science-Literate Citizen 134\u003c\/p\u003e \u003cp\u003eIntroductory Life Sciences: The Discovery-Based Classroom 135\u003c\/p\u003e \u003cp\u003eOrganizing the Discovery-Based Classroom: An Introductory Life Science Course for All Students 137\u003c\/p\u003e \u003cp\u003eUnit One: Food and Energy 137\u003c\/p\u003e \u003cp\u003eUnit Two: Climate Change and Other Human Impacts 140\u003c\/p\u003e \u003cp\u003eUnit Three: Health and Disease 142\u003c\/p\u003e \u003cp\u003eSummary of This Chapter 143\u003c\/p\u003e \u003cp\u003eCombining Science Literacy Training with Science Career Training 144\u003c\/p\u003e \u003cp\u003eConcluding Thoughts 145\u003c\/p\u003e \u003cp\u003eFurther Reading 146\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix A: Laboratory Instructions for Behavioral Experiments Using Caenorhabditis elegans 149\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Goals and Expectations 150\u003c\/p\u003e \u003cp\u003ePart 1: Initial Behavioral Observations ofWild-Type and MutantWorms 150\u003c\/p\u003e \u003cp\u003eWorkshop 1A: Mechanosensory Behavior Experiments and Statistical Analysis 150\u003c\/p\u003e \u003cp\u003eWorkshop 1B: Chemosensory Behavioral Experiment and Statistical Analysis 153\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix B: Instructions for Microscopy Workshop 157\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAssignment forWorkshop 2 158\u003c\/p\u003e \u003cp\u003eProcedure for Preparing Wet Mounts of C. elegans 158\u003c\/p\u003e \u003cp\u003eIndex 161\u003c\/p\u003e \u003cb\u003eKathleen Raley-Susman\u003c\/b\u003e is Professor of Biology on the Jacob P. Giraud Jr. Endowed Chair of Natural History at Vassar College in Poughkeepsie, NY, where she teaches introductory biology courses as well as courses in biopsychology and neuroscience and behavior. She earned her PhD from the University of Wisconsin-Madison. Dr. Susman also serves as a manuscript reviewer for the Jo\u003ci\u003eurnal of Neurochemistry\u003c\/i\u003e, \u003ci\u003eJournal of Neurophysiology\u003c\/i\u003e, \u003ci\u003eJournal of Cerebral Blood Flow and Metabolism\u003c\/i\u003e, \u003ci\u003eBrain Research, and Neuroscience\u003c\/i\u003e. While she has not published a book on her own, she has contributited chapters to edited volumes and has published extensively in a wide array of journals, including the \u003ci\u003eJournal of Visualized Experiments\u003c\/i\u003e, \u003ci\u003eNeurotoxicology\u003c\/i\u003e, and \u003ci\u003eCell Biology Education: Life Sciences Education\u003c\/i\u003e (the latter of which appeared on the cover of the journal issue). For nearly a decade, scientists, educators, and policy makers have issued a call to college biology professors to transform undergraduate life sciences education. As a gateway science for many undergraduate students, biology courses are crucial to address many of the challenges we face, such as climate change, sustainable food supply and fresh water, and emerging public health issues. \u003cp\u003eWhile canned laboratories and cook-book approaches to college science education do teach students to operate equipment, make accurate measurements, and work well with numbers, they do not teach students how to take a scientific approach to an area of interest about the natural world. Science is more than just techniques, measurements, and facts; science is critical thinking and interpretation, which are essential to scientific research.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eDiscovery-Based Learning in the Life Sciences\u003c\/i\u003e presents a different way of organizing and developing biology teaching laboratories to promote both deep learning and understanding of core concepts, while still teaching the creative process of science.\u003c\/p\u003e \u003cp\u003eIn eight chapters, this text guides undergraduate instructors in creating their own discovery-based experiments. The first chapter introduces the text, delving into the necessity of science education reform. The chapters that follow address pedagogical goals and desired outcomes, incorporating discovery-based laboratory experiences, realistic constraints on such laboratory experiments, model scenarios, and alternative ways to enhance student understanding. The book concludes with a reflection on four imperatives in life science research-- climate, food, energy, and health-- and how we can use these laboratory experiments to address them.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eDiscovery-Based Learning in the Life Sciences\u003c\/i\u003e is an invaluable guide for undergraduate instructors in the life sciences aiming to revamp their curriculum, inspire their students, and prepare them for careers as educated global citizens.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eProvides several concrete and implementable discovery-driven laboratory schemes that faculty can adopt for their own courses\u003c\/li\u003e \u003cli\u003eExpands upon how one can go about revising or changing an existing course curriculum to incorporate a discovery-based approach\u003c\/li\u003e \u003cli\u003eExplores novel approaches to unify classroom content goals with student experiential approaches to learning the processes of science that are found in the laboratory\u003c\/li\u003e \u003cli\u003eGives examples of successful approaches at both the introductory and the intermediate levels of instruction in the life sciences that can be readily adapted for use in multiple settings\u003c\/li\u003e \u003c\/ul\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989074297061,"sku":"NP9781118907566","price":72.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118907566.jpg?v=1761782687","url":"https:\/\/k12savings.com\/products\/discovery-based-learning-in-the-life-sciences-isbn-9781118907566","provider":"K12savings","version":"1.0","type":"link"}